This important new book presents a 'dual strand' argument: Firstly, it gives a comprehensive account of methods in philosophy of education, with leading international figures in the field of writing from a variety of methodological and epistemological perspectives. Secondly, it examines their application in the 'real world' of education, using the topical area of children's rights as a basis for investigation. It will therefore be of interest to philosophers and educationalists alike.
Author(s): Freida Heyting, John White, Dieter Lenzen
Edition: 1
Year: 2001
Language: English
Pages: 200
Book Cover......Page 1
Title......Page 4
Contents......Page 5
Notes on contributors......Page 8
Preface......Page 12
Methodological traditions in philosophy of education: introduction......Page 14
An analytical perspective on education and children's rights......Page 26
Reflective equilibrium as a method of philosophy of education: justifying an ethical conception of children's sexual rights......Page 43
An analytic approach in philosophy of education: the case of children's rights......Page 57
The problematic employment of Reason in philosophy of Bildung and education......Page 70
Philosophy of education as foundational analysis and critique: conflicting liberal views on the right to an education for autonomy......Page 86
On the structuralist philosophy of education: an analysis of the rights of the child......Page 101
Antifoundationalist foundational research: analysing discourse on children's rights to decide......Page 121
How can philosophy of education be critical? How critical can philosophy of education be? Deconstructive reflections on children's rights......Page 138
Children's rights and education: a hermeneutic approach......Page 157
Rights of children and future adults: a cultural educational perspective......Page 173
Index......Page 189
